Grade 7 Islamic Art. 1.3 Performance: ALT draw Islamic geometric designs and color them using color theory to direct the viewer s attention.

Transcription

1 Week of: Doherty Art Enduring Understandings (Standard) Grade 7 Islamic Art 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. Objective (CPI) 1.1 The Creative Process: IALT demonstrate my knowledge of shape to draw geometric Islamic designs and our knowledge of color theory to direct the viewer s attention. 1.2 History of the Arts and Culture: IALT demonstrate my understanding of the influence of Islamic culture on Islamic geometric desings 1.3 Performance: ALT draw Islamic geometric designs and color them using color theory to direct the viewer s attention. 1.4 Aesthetic Responses & Critique Methodologies: IALT reflect on my own work. Content Vocabulary Geometric shape Tessellation Related colors Complementary colors

2 Week of: Doherty Art Intersect Arc Resources/ Materials Instructional Strategies Writing to Learn: (Check any that apply) Journal xx_ Summary Reflections Learning Logs Content Connections D-L-I-Q 2/3 Column Quick Writes Other Materials: Video Conference Responders Smart Board _x LCD Projector Podcasts Wiki Blog Destiny Discovery Ed Cyber Safety x_ PowerPoint E-Pals Other Websites (indicate in plans) Google Earth Inspiration/ Kidspiration Publisher Access Excel Google Apps _x Other: Document camera Access Prior Knowledge/Motivation: Draw Now Direct instruction in drawing a triangle, after practice using compasses. WG Direct instruction in color theory WG Student color their work IP Student reflection on their work. WG The same procedures will be followed in drawing a hexagon, six pointed star, square, triangle grid, star hexagon tessellation, star cross tessellation. Closure: Reflection on their own work. Assessment: 1.5 The Creative Process: review of student artwork for drawing technique and use of color theory. 1.6 History of the Arts and Culture: Student participation in PowerPoint discussion. 1.7 Performance: Review of student artwork for drawing technique and use of color theory. 1.8 Aesthetic Responses & Critique Methodologies: Review of student reflection.

3 Week of: Doherty Art KEY: (R) Reading GP: Guided Practice IP: Independent Practice (W) Writing WG: Whole Group TPS: Think Pair and Share SG: Small Group SB: Student Book WICOR W=Writing I= Investigation C=Collaboration O= Organization R= Reading Insert numbers of modifications from attached list to be used during each lesson STUDENT INITIALS:

4 Art Enduring Understandings (Standard) Grade 7 Islamic Art 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. Objective (CPI) 1.1 The Creative Process: IALT demonstrate my knowledge of shape to draw geometric Islamic designs and our knowledge of color theory to direct the viewer s attention. 1.2 History of the Arts and Culture: IALT demonstrate my understanding of the influence of Islamic culture on Islamic geometric desings 1.3 Performance: ALT draw Islamic geometric designs and color them using color theory to direct the viewer s attention. 1.4 Aesthetic Responses & Critique Methodologies: IALT reflect on my own work. Content Vocabulary Geometric shape Tessellation Related colors Complementary colors

5 Art Intersect Arc Resources/ Materials Instructional Strategies Writing to Learn: (Check any that apply) Journal xx_ Summary Reflections Learning Logs Content Connections D-L-I-Q 2/3 Column Quick Writes Other Materials: Video Conference Responders Smart Board _x LCD Projector Podcasts Wiki Blog Destiny Discovery Ed Cyber Safety x_ PowerPoint E-Pals Other Websites (indicate in plans) Google Earth Inspiration/ Kidspiration Publisher Access Excel Google Apps _x Other: Document camera Access Prior Knowledge/Motivation: Draw Now Direct instruction in drawing a triangle, after practice using compasses. WG Direct instruction in color theory WG Student color their work IP Student reflection on their work. WG The same procedures will be followed in drawing a hexagon, six pointed star, square, triangle grid, star hexagon tessellation, star cross tessellation. Closure: Reflection on their own work. Assessment: 1.5 The Creative Process: review of student artwork for drawing technique and use of color theory. 1.6 History of the Arts and Culture: Student participation in PowerPoint discussion. 1.7 Performance: Review of student artwork for drawing technique and use of color theory. 1.8 Aesthetic Responses & Critique Methodologies: Review of student reflection.

6 Art KEY: (R) Reading GP: Guided Practice IP: Independent Practice (W) Writing WG: Whole Group TPS: Think Pair and Share SG: Small Group SB: Student Book WICOR W=Writing I= Investigation C=Collaboration O= Organization R= Reading Insert numbers of modifications from attached list to be used during each lesson STUDENT INITIALS:

7 Enduring Understandings (Standard) Grade 7 Op Art 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. Objective (CPI) 1.1 The Creative Process: IALT demonstrate my understanding of the use of line to create space by drawing an Op are design. 1.2 History of the Arts and Culture: IALT participate in a PowerPoint about Op Art. 1.3 Performance: IALT demonstrate proper technique in creating an Op Art art work 1.4 Aesthetic Responses & Critique Methodologies: IALT reflect on my Op Art artwork. Content Vocabulary Line, tangle, string, texture

8 Resources/ Materials Instructional Strategies Writing to Learn: (Check any that apply) Journal Summary Reflections Learning Logs Content Connections D-L-I-Q 2/3 Column Quick Writes Other Materials: Video Conference Responders Smart Board x_ LCD Projector Podcasts Wiki Blog Destiny Discovery Ed Cyber Safety PowerPoint E-Pals x_ Other Websites (indicate in plans) Google Earth Inspiration/ Kidspiration Publisher Access Excel Google Apps x_ Other: sharpies, paper, teacher prepared PowerPoint Access Prior Knowledge/Motivation: Draw Now Students will view a PowerPoint on Op Art. WG Teacher will demonstrate steps in making a non-objective Op Art work that makes use of line and spheres in the imagery. Students will follow along and make practice drawings to learn the techniques. Students will independently create an Op Art artwork. Students will color their designs using markers. Students will reflect on their work Closure: Students will reflect on their own work. Assessment 1.1 The Creative Process: Review of student created art work. 1.2 History of the Arts and Culture: participation in viewing Op Art PowerPoint 1.3 Performance: Review of student work for technique. 1.4 Aesthetic Responses & Critique Methodologies: Review of reflection.

9 KEY: (R) Reading GP: Guided Practice IP: Independent Practice (W) Writing WG: Whole Group TPS: Think Pair and Share SG: Small Group SB: Student Book WICOR W=Writing I= Investigation C=Collaboration O= Organization R= Reading Insert numbers of modifications from attached list to be used during each lesson STUDENT INITIALS: DS AS (1.) Administering the assessment individually in a separate room.(2.) Administering the assessment in a small group in a separate room.(3.) Administering the assessment in the resource room.(4.) Administering the assessment in a special education classroom.(5.) Administering the assessment using carrels. (6.) Administering the assessment at home or in a hospital (this will depend on the nature of the assessment task). (7.) Seating {First Name} facing the examiner or proctor.(8.) Providing special lighting.(9.) Providing special furniture (e.g., desks, trays, carrels).(10.) Redirecting attention.(11.) Rephrasing, repeating directions (12.)Using a behavior modification system.(13.) Using visual clues.(14.) Demonstrating the task before proceeding.(15.) Getting eye contact before giving directions.(16.) Allowing additional processing time.(17.) Instructing at student's level of function.(18.) Providing verbal praise.(19.) Responding to behaviors consistently.(20.) Not reprimanding student in front of others.(21.) Reducing written tasks (22.)Breaking down tasks into manageable units.(23.) Simplifying directions. (24.) Allowing test to be done in alternative fashions. (25.) Using untimed tests.(26.) Extended time on tests and/or assignments.(27.) Use of calculator, math table or manipulatives.

10 Enduring Understandings (Standard) Zentangle Grade The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. Objective (CPI) 1.1 The Creative Process: IALT demonstrate my understanding of the use of line to create texture and space by creating a zentangle design. 1.2 History of the Arts and Culture: IALT explain zentangle designs. 1.3 Performance: IALT demonstrate proper technique in creating my zentangle design. 1.4 Aesthetic Responses & Critique Methodologies: IALT reflect on my zentangle design. Content Vocabulary Line, tangle, string, texture

11 Resources/ Materials Instructional Strategies Writing to Learn: (Check any that apply) Journal Summary Reflections Learning Logs Content Connections D-L-I-Q 2/3 Column Quick Writes Other Materials: Video Conference Responders Smart Board x_ LCD Projector Podcasts Wiki Blog Destiny Discovery Ed Cyber Safety PowerPoint E-Pals x_ Other Websites (indicate in plans) Google Earth Inspiration/ Kidspiration Publisher Access Excel Google Apps x_ Other: sharpies, paper Access Prior Knowledge/Motivation: Draw Now 1. Students will view the video Zentangle. The video will be stopped and teacher will instruct the students so they can create a practice zentangle along with the video. WG 2. Students will be guided to draw zentangle designs by the teacher and using videos.wg 3. (Students will draw a zentangle design each day when they enter the artroom as a Draw Now IP) 4. Students will practice zentangle designs. 5. Students will create their own zentangle initial using designs of their choice. IP 6. Students will watch video on making a shoe from paper com/watch? v=l0oiipjhnxc 7. Teacher will lead the students in constructing the shoe. 8. Students will work independently on constructing and decorating their shoe. 9. Students will reflect on their work.

12 Closure: Students will reflect on their own work. Assessment 1.1 The Creative Process: Review of Zentangle design for use of line to create texture and space. 1.2 History of the Arts and Culture: Review of reflection on Zentangle design. 1.3 Performance: Review of Zentangle design for use of appropriate technique 1.4 Aesthetic Responses & Critique Methodologies: Review of student reflection. KEY: (R) Reading GP: Guided Practice IP: Independent Practice (W) Writing WG: Whole Group TPS: Think Pair and Share SG: Small Group SB: Student Book WICOR W=Writing I= Investigation C=Collaboration O= Organization R= Reading Insert numbers of modifications from attached list to be used during each lesson STUDENT INITIALS: (1.) Administering the assessment individually in a separate room.(2.) Administering the assessment in a small group in a separate room.(3.) Administering the assessment in the resource room.(4.) Administering the assessment in a special education classroom.(5.) Administering the assessment using carrels. (6.) Administering the assessment at home or in a hospital (this will depend on the nature of the assessment task). (7.) Seating {First Name} facing the examiner or proctor.(8.) Providing special lighting.(9.) Providing special furniture (e.g., desks, trays, carrels).(10.) Redirecting attention.(11.) Rephrasing, repeating directions (12.)Using a behavior modification system.(13.) Using visual clues.(14.) Demonstrating the task before proceeding.(15.) Getting eye contact before giving directions.(16.) Allowing additional processing time.(17.) Instructing at student's level of function.(18.) Providing verbal praise.(19.) Responding to behaviors consistently.(20.) Not reprimanding student in front of others.(21.) Reducing written tasks (22.)Breaking down tasks into

13 manageable units.(23.) Simplifying directions. (24.) Allowing test to be done in alternative fashions. (25.) Using untimed tests.(26.) Extended time on tests and/or assignments.(27.) Use of calculator, math table or manipulatives.